KRIZZA PEARL P.

GANUT November 2024

BTLED 3B

POST TEST:

Instructions: A. Answer the following questions. (30 pts)

1. Explain how history and society influenced the curriculum. Identify the main concerns. Prepare, and
submit a one- page report on this.

The influence of history and society on educational curricula is profound and multifaceted, reflecting the evolving
needs, values, and challenges of communities over time. This report explores how these two elements shape what is
taught in schools and identifies the main concerns associated with this influence.

Historical Influence on Curriculum

Historically, curricula have been shaped by the prevailing educational philosophies and societal needs of the time. For
instance, the medieval educational model emphasized the trivium and quadrivium, which laid the groundwork for
modern subject hierarchies. As societies transitioned through various phases, such as the Industrial Revolution,
educational focus shifted towards practical skills and vocational training to meet workforce demands. This historical
context illustrates how educational systems adapt to the socio-economic landscape, prioritizing subjects that align with
societal needs, such as science and technology during periods of industrial growth.

Moreover, historical events, such as civil rights movements, have prompted curricular reforms to include diverse
perspectives and promote inclusivity. The recognition of past injustices, such as racial segregation, has led to a more
comprehensive approach to history education that seeks to address biases and ensure that all students see their
identities reflected in what they learn.

Societal Influence on Curriculum

Society plays a crucial role in determining curriculum content, as educational institutions strive to remain relevant and
responsive to cultural and technological changes. For example, the increasing diversity in classrooms necessitates
curricula that reflect a variety of cultural backgrounds and perspectives. This shift aims to foster empathy and
understanding among students from different ethnicities and cultures.

Additionally, societal demands for specific skills, particularly in the context of rapid technological advancements, have
led to an emphasis on STEM (Science, Technology, Engineering, and Mathematics) education. As new professions
emerge, curricula must adapt to equip students with the necessary competencies to thrive in a changing job market.

In conclusion, the interplay between history and society significantly shapes educational curricula, reflecting the
changing needs and values of communities. While these influences can promote inclusivity and relevance, ongoing
concerns regarding bias, standardization, and access must be addressed to ensure that curricula serve all students
effectively and equitably.
2. In your view as a student teacher, to what extent does the curriculum in your institution take into account
the needs and interests of learners?

In my own view the curriculum at Surigao del Norte State University is thoughtfully crafted to align with the needs
andinterests of its learners. By incorporating practical and relevant content, the curriculum not only addresses the
immediate demands of the local community but also prepares students for broader global challenges. This approach
recognizes the diverse backgrounds of students and aims to create an inclusive learning environment that values each
individual's unique experiences and perspectives.

At the heart of this curriculum is a strong emphasis on skills development, critical thinking, and adaptability. These
core competencies are essential in today’s rapidly changing world, where students must be equipped to navigate both
local contexts and international landscapes. By fostering critical thinking, the curriculum encourages students to analyze,
evaluate, and synthesize information, empowering them to make informed decisions and tackle complex problems. The
integration of practical applications into the curriculum ensures that students can apply theoretical knowledge to real-
world situations. This experiential learning approach not only enhances their understanding of academic concepts but
also builds confidence and competence, which are vital for success in their future careers.

Despite these strengths, there remains an ongoing opportunity for improvement, particularly in personalizing learning
experiences. As student demographics continue to evolve, it is crucial to further tailor educational offerings to
accommodate the diverse backgrounds, learning styles, and aspirations of each student. This could involve
implementing more flexible learning pathways, offering mentorship programs, and enhancing support services that
cater to individual needs. By embracing these changes, Surigao del Norte State University can create an even more
enriching educational environment that empowers all students to reach their fullest potential and achieve their personal
and professional goals.

3. Given the opportunity, what modifications would you recommend to curriculum planners that would
accommodate these learners? Prepare a flow chart to discuss your answer.

Recommendations for Enhance Curriculum

Assess Learner Needs
Curriculum Planners Flexibility

Provide Comprehensive Support Systems Strengthen Skills Development

Evaluate and Revise

Cultivate an Inclusive
Implement Varied Curriculum Continuously
Learning Environment
Assessment Methods
B. Comparison of the Three Models (20 pts)
1. In your own understanding, determine the similarities and differences between the three models of the Curriculum
Development Process

2. Present your output in a graphic organizer.

Differences of the Three Models

Similarities of the Aspect Ralph Tyler Hilda Taba Galen Saylor and
three models Model: Four Basic Model: William
Principles Grassroots Alexander
Approach Curriculum Model

Focus on Objectives: Starting Point Starts from Begins at the Focuses on

All three models identifying broad classroom level, defining broad
emphasize setting educational with teachers goals and
clear educational goals purposes. Diagnosing curriculum
and objectives as a learner needs domains based on
foundation for first. research and
curriculum stakeholder input.
development.
Steps Consists of four Involves a more Includes four steps:
Systematic Process: basic steps: detailed seven step defining goals and
Each model follows a purposes, process: diagnosis, objectives,
structured, step-by- experiences, objectives, content, providing learning
step approach to organization, and organization, opportunities,
ensure curriculum evaluation. experiences, organizing these
effectiveness. and evaluation. opportunities, and
evaluating.
Evaluation:

They all stress the Teachers Has a more top- Advocates a Involves
importance of involvement down approach; bottom-up stakeholders and
evaluating the teachers have approach, where planners in the
curriculum to ensure it limited direct teachers are the development
achieves its goals. input in primary developers process but less
curriculum of the curriculum. focus on teacher-
development driven input.
Learner-Centered:
Each model considers Flexibility More rigid and Allows for more Balances
the needs and linear in its flexibility as between
development of approach. teachers adapt the broad goals and
learners in some way, curriculum based specific learning
whether through on their specific opportunities,
diagnosing needs needs. emphasizing
(Taba), focusing on multiple domains
purposes (Tyler), or of learning.
developing personal
skills (Saylor &
Alexander).

C. Visit the websites of ASEAN countries, collect information focusing on the development of their Education curricula.
(20 pts)

1. Make a comparison between the ASEAN Education curricula and of the Philippine Education Curriculum.

2. Present your output using Venn diagram.

C.

ASEAN Education
 Competency-
Curricula Philippine Curriculum
Based
(Right Circle):
 Learning
Strong emphasis
on vocational  Emphasis on
21st-Century
 training (in some  Recent K-12 reform
Skills
countries) (2012)
 Multilingual
 Long-established Education  Career tracks in
educational Senior High School
 Focus on
(e.g., academic,
 reforms (e.g., National
vocational, arts)
Singapore, Identity and
Malaysia) Culture  Mother Tongue-Based
 12-Year Basic Multilingual Education
 STEM focus in Education (MTB-MLE)
certain countries Structure
 Integration of
 Country-specific indigenous education
multicultural
integration